Froebel
    Frederich Froebel was the founder of Kindergarten Education. He believed in the value of 
     play to shape behaviour and aid in children's intellectual and emotional growth.
    Froebel believed that even very young children could learn scientific, artistic and natural 
     principles by playing with various physical objects, which he called “gifts”.
    One of Froebel's gifts was a set of eight blocks that could be formed into a cube. Froebel 
     intended children to explore the idea of relationship between the part and the whole. 
    To find out more about the Frederich Froebel’s philosophy click here
                                         Kieff, J. and Wellhousen, K. (2001)
                                              Provenzo, F. Jnr. (2009)
       PPrraatttt
    Caroline Pratt developed teaching methods that focused on play.
    Pratt was influenced by Froebel’s kindergarten philosophy that suggested that children’s play 
      and activity were central to their individual growth and development.
    Her philosophy of teaching was based on the children’s interests, and through play she 
      allowed them to learn experimentally through their experiences in their immediate 
      environments.
    Pratt rejected the idea of a fixed curriculum and allowed children to freely choose their play 
      projects. She filled the classroom with play materials such as blocks and loose parts.
    Pratt has been credited for developing the wooden unit blocks, similar to the blocks used by 
      Froebel.
    Froebel (1782-1852) and Pratt (1867-1954) each therefore developed a theory which 
      supported the importance of children learning through active engagement in meaningful play. 
                                                Bruce, T. (Eds) (2012)
    TThhee  BBlloocckkss
   Unit blocks: The most basic blocks are made from solid hardwood so they will last for years, 
    if not a lifetime. They are called "unit blocks" because they are built on the same basic 
    standard of measurement. Each block is a fraction of the standard unit (such as a quarter unit 
    or half unit) or a multiple of the standard unit (such as a double unit or quadruple unit).
   Large hollow blocks: These blocks are large enough that young children will need to carry 
    them with two hands. The blocks are large enough for a child to stand on and can be used to 
    build life-sized structures. They are hollow in order to reduce their weight. Large hollow 
    blocks may have either open or closed edges.
   Stunt Building: This involves the children taking a building technique and pushing it to the 
    limit, for example, building a tower so high that they need to use a chair to add blocks to the 
    top and people to assist so that it maintains its balance. Children discover by doing this the 
    limits of the blocks and can apply the skills to solve problems within building.
                                         Kieff, J. and Wellhousen, K. (2001)
     Environment, Space and Storage
    Children learn many things from unit blocks. The blocks are designed to be proportional in 
     size to help children learn maths and other skills. Some of the maths skills they learn are 
     counting, comparison of length and width, names of shapes, and how to combine some 
     geometric shapes to make other shapes. They are learning the basics of addition when they 
     discover that two short blocks will be the same length as the next size block.
    Make sure that blocks are sorted and neatly arranged.
    Always categorise blocks neatly when putting them away. Place them with the long side in 
     view to make their size easily seen.
                                          Kieff, J. and Wellhousen, K. (2001)
    SSttaaggeess  ooff  BBlloocckk  PPllaayy
    Children’s play with blocks will change over time as their understanding and experience 
     deepens. Knowledge of these stages allows practitioners to support children’s learning and 
     provide what they need in order to take the next step.
    Stages of block play include:
     Carrying
     Stacking
     Bridging
     Enclosures
     Building complex structures
     Dramatic Play with complex structures